Understanding childhoods
This module aims to equip those responding in emergencies with an introduction to the theory and practice of working with children and of children’s rights. It illustrates how the experience of childhood is not the same for all children and highlights the diversity of beliefs about raising children. It demonstrates that children themselves are active agents in their growth and development. Yet, their capacities are often underestimated by adults, leaving them powerless and without a voice in those decisions that affect them.
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slides (PowerPoint)
| Word | ||||
| Study material |  |  | ||
| Section | 1 | Defining children and childhood | ||
| Exercise | 1 | Powerwalk | | |
| Exercise | 2 | What do children do? | | |
| Exercise | 3 | Exploring children's evolving capacities | | |
| Handout | 1 | Powerwalk identities | | |
| Handout | 2 | Table of children's capacities | | |
| Handout | 3 | Task description list | | |
| Section | 2 | Child development | ||
| Exercise | 1 | Promoting child development in programming | | |
| Exercise | 2 | Identifying opportunities for promoting child development | | |
| Handout | 1 | Case study | | |
| Handout | 2 | Recommendations for promoting child development in situations of conflict and forced migration | | |
| Section | 3 | The impact of emergencies on children and families | ||
| Exercise | 1 | Risk and resilience | | |
| Handout | 1 | Table of children's needs and the impact of emergencies | | |
| Section | 4 | Programming for resilience | ||
| Exercise | 1 | Rights-based responses | | |
| Handout | 1 | Case studies | | |
| Handout | 2 | The STOP framework | | |
| Handout | 3 | Responding to children in an emergency | | |